Assessing Phonological Awareness in Early Literacy: A Systematic Review of Tools and Practices Across Educational Settings (Poster 16)

• In Event: AERA Poster Session Sunday 9:50 a.m.
  In Poster Session: Emerging Issues in Classroom Assessment

Abstract

This systematic literature review investigates assessment tools for phonological awareness used in educational settings. Despite the availability of structured assessment tools, there is a lack of research on the specific types utilized in practice and their effectiveness across different educational settings. This review aims to fill these gaps by investigating the types of phonological assessments in use and evaluating their inclusivity and effectiveness. Following PRISMA guidelines, we conducted an electronic search of articles published from 2000 to 2023, resulting in the systematic analysis of 43 studies. Findings indicate that the Comprehensive Test of Phonological Processing (CTOPP) was frequently employed for primary grade students, while the Phonological Awareness Screening (PALS) was predominant in assessing preschool and kindergarten levels.

Authors

• Sunny Li, Syracuse University

• Ibrahim Kizil, Syracuse University